Involving Parents in a Nutrition Education Program for Preschool Children

The Primary intent of this study was to ascertain the effectiveness of parents in the role of teaching nutrition to their children. This research endeavor was an extension of refinement of a three-year program in nutrition education in the Department of Family and Human Development at Utah State University. Fifty-seven children enrolled in the Child Development Laboratory at Utah State, and their parents were involved in the study. Eighteen children were taught nutrition by their mothers. Twenty-one children were taught nutrition by their mothers and fathers, and 18 children served as the control group and received no nutrition using an eight-week curriculum based on the concept of nutrient density, which compares nutrient content of food to calorie content. Food Profile Cards, a visual representation of this concept, were the main teaching tools. Involving parents in a nutrition education program proved an effective means of teaching children about nutrition. This was shown by a significant increase in children\u27s nutrition knowledge. Parents knowledge of nutrition also significantly increased as a result of their involvement in teaching nutrition to their children. A significant increase in good nutrition practices was also noted. When results were compared by treatment given, the children taught by mothers and fathers made significantly greater gains in acquiring nutrition knowledge than those taught by a single parent (mother only group). In relation to the program of the previous year, children taught by mothers, and children taught by mothers and fathers scored a significantly higher on the nutrition knowledge tests than children involved in the parent-taught program of the previous year. Children taught by mothers and fathers made even greater gains in nutrition knowledge scores than the children taught in the classroom last year

H.B. 347: Ohio Combines Civil Rights Law with Real Estate Licensee Disciplinary Actions and Continuing Education

The source of authority for the reasonable regulation of licensing activities that affect public health, welfare, and safety is the state police power. A primary purpose behind state regulation in licensing is the protection of the public from incompetence. In order to understand the application of H. B. 347 to Ohio\u27s real estate licensing law, it is necessary to conceptualize the basic organization of authorities overseeing real estate licensing activities. The Division of Real Estate of the State of Ohio Department of Commerce administers the real estate licensing law. This administrative agency will be referred to throughout this note as “the Division.” Ohio law provides, for administrative purposes, that the Ohio Real Estate Commission be deemed part of the Department of Commerce. This agency, which will be referred to as “the Commission,” is composed of five members, four of whom must be in the business of real estate. The fifth Commissioner represents the general public. The Director of Commerce designates a Superintendent to serve as the executive officer of the Commission. One of the duties of the Commission is to advise the Superintendent with regard to the content of courses designed to meet the educational requirements for licensing real estate salesmen and brokers. The powers of the Superintendent include investigation of complaints of licensee conduct or violations of real estate licensing law. Another power vested in the Commission is the suspension or revocation of licenses for violations. H. B. 347 became effective November 7, 1979. The purpose of this new law is to increase the professional responsibility of real estate licensees. To accomplish this purpose, the enactment alters statutory real estate licensing requirements and statutory grounds for suspending and revoking real estate licenses. The major impact of the legislation arises from provisions designed to prevent civil rights violations by licensees and to encourage the Ohio Civil Rights Commission to initiate complaints of real estate licensee violations with the Commission. Following a discussion of the legislative purpose of H. B. 347, this note will evaluate the right of the Ohio Civil Rights Commission to lodge complaints with the Commission. Provisions for suspending and revoking licenses will be analyzed, and apparent difficulties with investigation of complaints will be discussed. Finally, educational requirements will be summarized. Although reference to each of the numerous changes which the enactment makes is beyond the scope of this note, some of the more important changes not discussed in text will be treated in footnotes

PERCEPTIONS: EXAMINING HOW TEACHERS CONTRIBUTE TO THE POSITIVE EDUCATION EXPERIENCE OF ACADEMICALLY AT RISK STUDENTS

This study identified, from the perspective of ethnic minority academically at risk adolescents, teachers who were making a positive difference in their learning. In particular, the study sought to elicit the above students' descriptions of ways in which their named teachers made a contribution to a positive education experience and to explore from the perspectives of the identified teachers their actions and attitudes that contribute to a positive education experience. Narratives were provided by academically at risk students of African American, Hispanic, and American Indian descent, in grades 7 through 9, at a public junior high school in the Midwest. The researcher used a descriptive qualitative research design to elicit and analyze student and teacher narratives

A Workplace Study: Follow-Up Research Report

In response to the Partnerships for Children and Families Project\u27s study of Canadian child welfare workers that unexpectedly found participants scoring high on a measure of emotional exhaustion (burnout), and at the same time, high on overall job satisfaction, a qualitative study of 25 child welfare workers\u27 experience of emotional exhaustion and job satisfaction was undertaken. This analysis was guided by several key questions including what are the personal qualities, workplace and organizational context, and coping skills that employees identify as being a part of their experiences of emotional exhaustion and job satisfaction

Results of a novel screening tool measuring dietary sodium knowledge in patients with chronic kidney disease.

BackgroundReducing dietary sodium has potential to benefit patients with chronic kidney disease (CKD). Little research is available defining dietary sodium knowledge gaps in patients with pre-dialysis CKD. We designed a brief screening tool to rapidly identify patient knowledge gaps related to dietary sodium for patients with CKD not yet on dialysis.MethodsA Short Sodium Knowledge Survey (SSKS) was developed and administered to patients with pre-dialysis CKD. We also asked patients if they received counseling on dietary sodium reduction and about recommended intake limits. We performed logistic regression to examine the association between sodium knowledge and patient characteristics. Characteristics of patients who answered all SSKS questions correctly were compared to those who did not.ResultsOne-hundred fifty-five patients were surveyed. The mean (SD) age was 56.6 (15.1) years, 84 (54%) were men, and 119 (77%) were white. Sixty-seven patients (43.2%) correctly identified their daily intake sodium limit. Fifty-eight (37.4%) were unable to answer all survey questions correctly. In analysis adjusted for age, sex, race, education, health literacy, CKD stage, self-reported hypertension and attendance in a kidney education class, women and patients of non-white race had lower odds of correctly answering survey questions (0.36 [0.16,0.81]; p = 0.01 women versus men and 0.33 [0.14,0.76]; p = 0.01 non-white versus white, respectively).ConclusionsOur survey provides a mechanism to quickly identify dietary sodium knowledge gaps in patients with CKD. Women and patients of non-white race may have knowledge barriers impeding adherence to sodium reduction advice

Attachment Security Among Mothers and Their Young Children Living in Poverty: Associations with Maternal, Child, and Contextual Characteristics

In order to extend previous research and inform intervention programs, the goal of the present study was to further understand variability in mother-child attachment security among high-risk families living in poverty. Mothers (65% Hispanic) and their young children who were in a home visitor program (n 74) to connect families with basic services or who were on the waiting list (n 27) for the program were visited at home. Mothers completed the Attachment Q-Set, the Parenting Stress Index, and a questionnaire on beliefs about the role of play in children’s development and parenting efficacy in either Spanish or English. Observers assessed maternal sensitivity and the presence of appropriate play materials. Results indicated that maternal, child, and contextual variables were significantly associated with attachment security. Furthermore, greater cumulative assets were related to more secure attachment relationships

Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

This article describes a university-community collaboration in which an inter-professional team partnered to provide students with autism spectrum disorder (ASD) a paid job opportunity to apply 3D modelling skills for a local construction company. Providing meaningful vocational opportunities to improve the transition to adulthood for individuals with ASD is imperative, as individuals with ASD have unemployment rates that are some of the highest of all disabilities. This novel evidence-supported educational program was designed to develop 3D technology skills, explore vocational careers and promote social engagement through shared interests for transition-age youth with ASD. Both parents and students reported many successful outcomes, including increase in student self-confidence, social and technology skill development and the opportunity for vocational exploration by these young people. Implications of the case study are reported in relation to university-community partnerships and the critical role of community collaboration in addressing the high rates of unemployment in individuals with autism

State of the Science: Implicit Bias Review 2015

This annual review tracks the latest research in the growing field of implicit bias. In addition to trends in the public domain and scholarly realm, the publication provides a detailed discussion of new 2014 literature in the areas of criminal justice, health and health care, employment, education, and housing, as well as the latest ideas for debiasing

Applying Hellison's Responsibility Model in a Youth Residential Treatment Facility: a Practical Inquiry Project

Much of the literature on Hellison's Teaching Personal and Social Responsibility (TPSR) model focuses on programs that are implemented by community engaged professors. It is also important that the literature reflect the implementation of TPSR by full time teachers, youth workers, etc. In this paperwe describe the practical inquiry framework and howitwas applied by Cheryl, a full time teacher in a recreational therapy program, as she tried to integrate strategies from the TPSR model to enhance her effectiveness inworking with emotionally and behaviorally troubled youth. Through a reflective and iterative process she was able to adapt several TPSR strategies and structures to fit her particular teaching situation. She also developed several situational insights that led to the development of novel tactics and strategies. Cheryl's story illustrates that effective implementation of TPSR requires teachers to mold and contour the model to fit their context. We encourage practitioners to be creative in their use of TPSR and consider using the practical inquiry framework for curriculum development as they strive to act morally and effectively in pedagogical situations.Por lo general, la literatura sobre el modelo de Enseñanza para la Responsabilidad Personal y Social de Hellison (Teaching Personal and Social Responsibility-TPSR) se centra en programas que llevados a cabo por profesores 'comunitarios'. A este respecto, es importante que la literatura refleje también el desarrollo de programas TPSR por parte de maestros a tiempo completo en instituciones escolares, por educadores juveniles, etc. En este artículo describimos el método de indagación en la práctica y el modo en que lo aplicó Cheryl, maestra a tiempo completo en un programa de terapia recreacional, al intentar utilizar las estrategias del TPSR para aumentar la eficacia en su trabajo con jóvenes con trastornos emocionales y de conducta. Mediante un proceso reflexivo e iterativo, pudo adaptar varias estructuras y estrategias del modelo TPSR a su contexto particular de enseñanza. Realizó también perspicaces análisis de situaciones específicas que le permitieron desarrollar nuevas tácticas y estrategias. En fin, la historia de Cheryl ilustra el hecho de que la implementación eficaz del modelo TPSR por parte de los maestros requiere que éstos lo ajusten y adapten a su situación. Animamos a los profesionales a que sean creativos en su uso del TPSR y a que consideren la utilidad de la indagación práctica para el desarrollo del currículo, tratando de actuar de manera moral y eficaz en situaciones pedagógicas

Implied Covenants in Oil and Gas Leases in the Appalachian Basin

The purpose of this Article is to examine existing case law on implied covenants in oil and gas leases in the Appalachian Basin states, identify gaps in case law, and as far as reasonably possible, to predict the issues that might be litigated in the future in light of the rush to develop the Marcellus Shale and Utica Shale formations